Lesson Title: Rate of Photosynthesis Lab Continued/C3, C4, and CAM plants/Factors Affecting Photosynthesis
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiry
o Design and conduct scientific investigations.
o Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models. Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
This lesson focuses on factors that affect photosynthesis. Students will be finishing up the Rate of Photosynthesis lab that they had started 2 days ago.
Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:
Students will discuss the results of the experiment in small groups.
Students will describe and explain why we used the procedure we did, what the results were, and what can be concluded from the experiment by completing a "quizzle" [short quiz].
Level 3 Application:
Students will apply the knowledge they read about in the ScienceDaily article to their lives.
Level 4 Analysis:
Students will perform an experiment that will test the factors that affect photosynthesis [light intensity, CO2 level, pH, and temperature].
Prerequisite Knowledge
Students should be familiar with the light-dependent and light-independent reactions as well as the photosynthetic equation.
Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: laboratory investigations, working on responses independently, group work, and class discussions. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).
Accommodations and modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also,by providing the chart with the variables that were tested will help keep students on task and also helps them organize their data in a coherent manner.
Environmental factors
Students will be working independently at their tables (2 students per table) for most of the class period. The students will work in pairs for the laboratory experiment at their tables and will return to their original seats for the class discussion.
Materials
Overhead projector, markers, and blank transparency/chalkboard
Laboratory materials (to be continued...)
Laboratory variables chart graphic organizer
'Using Algae to Convert Sunlight into Biofuel' from ScienceDaily
Complete the Rate of Photosynthesis lab and Report sheet
List and describe all four factors that affect photosynthesis
Compare C3, C4, and CAM plants
Instruction:
Opening:
Warm-up question: Based on what we've learned about photosynthesis, what are some factors that affect photosynthesis? Students should think back to last night's reading as well as the photosynthetic equation for ideas that will help them answer the question. I will have this question on the overhead and give students some time to record their responses in their notebooks. Then, we'll go over a couple of student's responses and remind students that we'll be discussing some factors today. Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write the student's responses on the board so that we will be able to answer at the end of class. Question for the Day: What's difference between C3, C4, and CAM plants? Tell students to be thinking of this throughout today's class and that we'll revisit this question at the end of today's class. Agenda: Rate of Photosynthesis Lab Continued, C3, C4, and CAM plants, Factors Affecting Photosynthesis. We'll also look at an article that discusses the notion of using algae to convert sunlight into biofuel.
Engagement:
First, we'll finish the rate of photosynthesis lab. I will ask the students to review the purpose of the lab, what the variables we tested were, and what were some of their hypothesis'. Then, the students will break up into their groups to observe what happened since the last time they looked at their set-up. They will record their observations in their lab notebooks and be prepared to share and discuss their observations with the class. The students will clean up their set-up's then return to their original seats. I'll have a chart on the overhead/board that students will copy down with the variables we tested as the headings (light intensity, temperature, pH, and carbon dioxide). Then after the lab, students will get in small groups [with students that had the same variable] to discuss data and conclusions (teacher should observe and listen to answers and probe with questions if necessary to get them to think deeper about the questions and their answers) then prepare to talk with whole class discussion. Then as students share their observations, they can fill in their chart in their lab notebooks. We'll also discuss why the differences and similarities are between the variables and why students observed what they did for certain variables, why we performed the lab the way we did (techniques and methods) and what does this tell us about the big picture of photosynthesis; what part does it play in the story. Have one group share conclusions and feelings then ask other groups about their reactions to the given answers of that group. After the discussion, I will give students time to record their observations and results on their Report Sheets. I will have them hand in their Report Sheets.Then, we'll have a short 'quizzle' (mini-quiz) on lab that have questions like: why we used the procedure we did, results, what did we observe in order to make our inference, what did we conclude. I will ask the students again why are we doing the experiment the way we are. This will help to build an understanding while building their information base. After this, we will discuss their predictions and whether they were wrong or right based on evidence from the experiment followed by a conclusion and analysis of data with evidence to back up statement from experimental data.
At this point, I will have students move back to their original seats and we'll begin taking notes on C3, C4, and CAM plants. The notes will focus on the similarities and differences of the three types of plant pathways as well as their functions. We'll also come back to the warm-up question for the day which was "what are some factors that affect photosynthesis?". I'll ask students to review their responses and then we'll discuss them as well as some examples the textbook has to offer and how these factors affect the rate of photosynthesis.
Lastly, I'll hand out a copy of the article 'Using Algae to Convert Sunlight into Biofuel' from ScienceDaily. I'll give a brief introduction to the article and tell students that while they read through the article, to underline anything they feel is interesting to them. The students will read through the article independently and when they are finished we will discuss the real-life implications it has and how they feel about the idea(s) it presents.
Closure:
Take Away Points: I'll have students write down on a slip of paper three important details that they learned from today's class. We'll review student's answers and I'll fill in any missing information. Answer to Question for the Day: What's difference between C3, C4, and CAM plants? 'll have students answer the question aloud and talk out their answers as a class. Lit Strategy for Exit Assessment: I will tell students to write out the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum, light-independent reactions, light-dependent reactions, C3, C4, CAM, factors that affect photosynthesis can be written in the margin. I will encourage them that the more detail the better and to label everything in their stories. This is the third and final version of student's stories. Pre-Reading Strategy and Homework: No reading assignment. Tomorrow's Plan: Plant Classification and Test Review
Lesson Plan
Return to Unit Plan
Lesson Title: Rate of Photosynthesis Lab Continued/C3, C4, and CAM plants/Factors Affecting Photosynthesis
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard A: Science as Inquiryo Design and conduct scientific investigations.
o Formulate and revise scientific explanations and models using logic and evidence
o Recognize and analyze alternative explanations and models.
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Context of Lesson:
This lesson focuses on factors that affect photosynthesis. Students will be finishing up the Rate of Photosynthesis lab that they had started 2 days ago.Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:- Students will discuss the results of the experiment in small groups.
- Students will describe and explain why we used the procedure we did, what the results were, and what can be concluded from the experiment by completing a "quizzle" [short quiz].
Level 3 Application:- Students will apply the knowledge they read about in the ScienceDaily article to their lives.
Level 4 Analysis:Prerequisite Knowledge
Students should be familiar with the light-dependent and light-independent reactions as well as the photosynthetic equation.Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: laboratory investigations, working on responses independently, group work, and class discussions. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).Accommodations and modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also,by providing the chart with the variables that were tested will help keep students on task and also helps them organize their data in a coherent manner.Environmental factors
Students will be working independently at their tables (2 students per table) for most of the class period. The students will work in pairs for the laboratory experiment at their tables and will return to their original seats for the class discussion.Materials
Objectives:
Instruction:
Opening:
Warm-up question: Based on what we've learned about photosynthesis, what are some factors that affect photosynthesis? Students should think back to last night's reading as well as the photosynthetic equation for ideas that will help them answer the question. I will have this question on the overhead and give students some time to record their responses in their notebooks. Then, we'll go over a couple of student's responses and remind students that we'll be discussing some factors today.Reaction to Reading: How did yesterday's reading strategy work for you? Was it helpful? Get reactions from students. Prompt students with questions about the reading if they have no reactions. At this time, we will only talk about student's reactions to the reading and tell them that we will address any questions they have during today's lesson. Write the student's responses on the board so that we will be able to answer at the end of class.
Question for the Day: What's difference between C3, C4, and CAM plants? Tell students to be thinking of this throughout today's class and that we'll revisit this question at the end of today's class.
Agenda: Rate of Photosynthesis Lab Continued, C3, C4, and CAM plants, Factors Affecting Photosynthesis. We'll also look at an article that discusses the notion of using algae to convert sunlight into biofuel.
Engagement:
First, we'll finish the rate of photosynthesis lab. I will ask the students to review the purpose of the lab, what the variables we tested were, and what were some of their hypothesis'. Then, the students will break up into their groups to observe what happened since the last time they looked at their set-up. They will record their observations in their lab notebooks and be prepared to share and discuss their observations with the class. The students will clean up their set-up's then return to their original seats. I'll have a chart on the overhead/board that students will copy down with the variables we tested as the headings (light intensity, temperature, pH, and carbon dioxide). Then after the lab, students will get in small groups [with students that had the same variable] to discuss data and conclusions (teacher should observe and listen to answers and probe with questions if necessary to get them to think deeper about the questions and their answers) then prepare to talk with whole class discussion. Then as students share their observations, they can fill in their chart in their lab notebooks. We'll also discuss why the differences and similarities are between the variables and why students observed what they did for certain variables, why we performed the lab the way we did (techniques and methods) and what does this tell us about the big picture of photosynthesis; what part does it play in the story. Have one group share conclusions and feelings then ask other groups about their reactions to the given answers of that group. After the discussion, I will give students time to record their observations and results on their Report Sheets. I will have them hand in their Report Sheets.Then, we'll have a short 'quizzle' (mini-quiz) on lab that have questions like: why we used the procedure we did, results, what did we observe in order to make our inference, what did we conclude. I will ask the students again why are we doing the experiment the way we are. This will help to build an understanding while building their information base. After this, we will discuss their predictions and whether they were wrong or right based on evidence from the experiment followed by a conclusion and analysis of data with evidence to back up statement from experimental data.At this point, I will have students move back to their original seats and we'll begin taking notes on C3, C4, and CAM plants. The notes will focus on the similarities and differences of the three types of plant pathways as well as their functions. We'll also come back to the warm-up question for the day which was "what are some factors that affect photosynthesis?". I'll ask students to review their responses and then we'll discuss them as well as some examples the textbook has to offer and how these factors affect the rate of photosynthesis.
Lastly, I'll hand out a copy of the article 'Using Algae to Convert Sunlight into Biofuel' from ScienceDaily. I'll give a brief introduction to the article and tell students that while they read through the article, to underline anything they feel is interesting to them. The students will read through the article independently and when they are finished we will discuss the real-life implications it has and how they feel about the idea(s) it presents.
Closure:
Take Away Points: I'll have students write down on a slip of paper three important details that they learned from today's class. We'll review student's answers and I'll fill in any missing information.Answer to Question for the Day: What's difference between C3, C4, and CAM plants? 'll have students answer the question aloud and talk out their answers as a class.
Lit Strategy for Exit Assessment: I will tell students to write out the story (process) of photosynthesis using as much information as we have covered so far. They will be able to use their notes and talk to the person next to them if they desire to do so. On the board, I will have a reminder of what needs to be in the story: sun/sunlight, ATP, carbon dioxide, water, glucose, oxygen, chloroplasts, chlorophyll [a and b], thykaloids, stroma, granum, light-independent reactions, light-dependent reactions, C3, C4, CAM, factors that affect photosynthesis can be written in the margin. I will encourage them that the more detail the better and to label everything in their stories. This is the third and final version of student's stories.
Pre-Reading Strategy and Homework: No reading assignment.
Tomorrow's Plan: Plant Classification and Test Review
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: